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Portfolio Project

Curriculum Design Document


EDUC 765: Trends and Issues in Instructional Design

By: Rebecca Biel

Submitted June 23, 2017


PROJECT PROPOSAL
Project Title
Working Smarter, Not Harder:
Constructing a GANAG Lesson Plan

Sponsoring Organization
Office of Teaching and Learning, Saint Paul Public Schools, ISD 625

The Office of Teaching and Learning is responsible for supporting a standards based, aligned
curriculum for Saint Paul Public Schools. OTL is responsible for providing high quality
professional development that is differentiated for the needs of schools and individuals. This
work is designed in such a way so as to build instructional leadership capacity within schools.

Project Description
Well-constructed lesson plans support learners who are expected to meet specific learning goals.
Teachers in SPPS are expected to understand and implement the GANAG lesson plan format to
ensure lesson plans are based on unwrapped units, specifically the Essential Questions and Big
Ideas. All teachers are evaluated yearly using the in-district developed Standards of Effective
Teaching (SET) which includes levels of proficiency for Elements of Effective Instruction that
include Written Lesson Plans as well as levels of proficiency for the components within the
written lesson plans. Lack of in-depth training on GANAG and lesson planning for tenured
teachers and lack of same training during onboarding for new hires has resulted in 1) inefficient
and inefficacious instruction due to lack of lesson planning for some teachers 2) teachers
receiving low scores on their SET. Instruction in understanding GANAG will lead to greater
student learning because the teacher understands how to lesson plan to meet instructional goals
of the content. There are currently no Achievement of Tenure courses through the union that
address this learning for probationary teachers or courses for tenured teachers who receive
Below Standard or Developing on Written Lesson Plans and components of lesson plans on
the SET.

GANAG is an acronym for a lesson plan model developed by Jane Pollack. The model is an
update of the education industry standard lesson plan model developed by Madeline Hunter. The
model provides an outline for writing efficient and efficacious lesson plans:
Goal: What should students be able to know and do by the end of the lesson(s).
Accessing Prior Knowledge: How students brain will be activated to learn.
New Information: What new information, skills or processes students need to achieve the goal.
Apply: How students work with the new information to deepen learning.
Goal: How students will demonstrate they have learned the goal. These can be formative or
summative.

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Aim
To construct a GANAG lesson plan that is based on unwrapped content units and where all
Using the GANAG model, the SET Elements of Effective Instruction, unwrapped units and
their own lesson plans, secondary Social Studies teachers will construct efficient and efficacious
lesson plans.

Target Audience
The target audience is secondary Social Studies teachers of all experience levels.

Delivery Options
This course will be asynchronous, online and constructed on the district learning management
system (LMS), Schoology. This option is chosen so teachers can access the course on their own
schedule and the limited capacity of the SPPS Social Studies Department, which is one person.

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FRONT-END ANALYSIS: INSTRUCTIONAL NEED
Instructional Need

As the Social Studies Supervisor, K-12 for a mid-size urban district, Rebecca Biel has observed a
wide range of skill in lesson planning for secondary Social Studies teachers. Teachers skillful in
lesson planning use the unwrapped units for their content area to backwards design units and
utilize the GANAG model to construct lesson plans that support student learning. They also
implement these lesson plans. Teachers the least skillful frontwards design their lessons, relying
on what they were teaching under previous standards, and fill out the GANAG at the end of the
lesson, usually as a check-off for an administrator.

Quantitative data has been collected by Rebecca Biel on efficient and efficacious lesson planning
at one middle school. BCMS has a diverse student population (93% students of color, 82%
receive free and reduced lunch, 45% ELL) that is served by a staff of 62. There has been a new
principal every school year for the past five years (SY 12-13 to SY 16-17) and a consistent
content coach, MG, for the past four years. While principal leadership has changed every year,
the emphasis on building rigor and relevance in curriculum has been a constant. The School
Improvement Plan (SCIP) for the past two years have focused on Close Reading; BCMS
professional development, coaching by MG and Standards of Effective Teaching (SET)
evaluations have focused on this strategy. Through conversations with MG and the current
principal, the Social Studies Department was identified as being Below Standard or
Developing on using Close reading. Both MG and the principal were receiving significant
resistance to coaching from the Social Studies Department and invited Rebecca Biel, Social
Studies Supervisor K-12 to work with BCMSs Social Studies Department on Close Reading.
The experience of the teachers range from second year-probationary to 20 years.
Rebecca Biels initial meetings with BCMSs Social Studies Department revealed the teachers:
1) were frustrated by Below Standard and Developing evaluations on the SET when they
were observed for 15 minutes rather than the whole period.
2) felt observations provided a limited snapshot of their instruction rather than a full picture.
3) did not trust the validity of the observations done by non-Social Studies administrators.
4) were convinced they were using Close reading regularly, but the 15 minute observation twice
a year did not capture this.
5) did not know what was expected of them since they were convinced they were Proficient yet
received Below Standard and Developing on the SET
6) were resistant to coaching from a building content coach who does not have a Social Studies
background.

Rebecca Biel observed each teacher for at least five full class periods; these periods would be on
different days and at different times to address how time of day and student mix can affect
instruction. The observations would use the SET and focus only on the category Elements of
Instruction through the lens of Social Studies. The data would be compiled using a Google
survey so the data could be viewed in charts and graphs and then discussed with the Social
Studies Department, content coach and principal.

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The resulting quantitative data showed the Social Studies teachers were often using Close
reading, but were not taking it to the next instructional level of purposeful talk and extended
writing. The data also showed a gap in constructing efficient and efficacious lesson plans that
were backwards designed and based on unwrapped units. GANAG lesson plans were so poorly
written that there was little connection between the Goal and Generalize, resulting in low
expectations of rigor. Follow up qualitative data was collected through conversations with the
department and coaching sessions with individual teachers. This qualitative data revealed the
teachers, no matter what their level of experience, did not know how to use GANAG for efficient
and efficacious lesson planning. MG concurred with this assessment of GANAG and relayed
this was happening across content areas. Weekly building level professional development
continues to focus on Close reading as it pertains to the SCIP, with little professional
development to support improving the art and craft of lesson planning.

The quantitative and qualitative data shows the need for professional development on how to
construct efficient and efficacious lesson plans using the GANAG model, but there is currently
no professional development offered at any level, district or building. The data needs to be
expanded to include more observations from different schools, conversations with other schools
content coaches and conversations with Peer Assistant Review TOSAs who coach probationary
teachers.

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FRONT-END ANALYSIS: LEARNER CHARACTERISTICS
Learner Analysis

Primary Audience
Probationary, Secondary Social Studies teachers.
Tenured, Secondary Social Studies teachers who have Below Standard or
Developing on Written Lesson Plans on the SET.

Secondary Audience
All Secondary Social Studies teachers for level setting.
Peer Assistance Review (PAR) TOSAs who observe and coach probationary or
tenured secondary Social Studies teachers.
Other content area secondary teachers.

General Learner Characteristics


Learners know what a lesson plan is either from pre-service coursework or
experience as a classroom teacher.
Learners know GANAG is the model they are expected to use for secondary lesson
planning in SPPS. The GANAG model has been used in the school district since
2010. All new hires (no matter the level of experience) receive information about
GANAG during their onboarding.
Lesson planning is a professional expectation and evaluated using the SET.
Varying levels of teaching experience ranging from probationary (one-three years) to
four decades.

Entry Characteristics
The learners can name the elements of GANAG from experience with expectations
on its use.
Know there are learning expectations for the courses they teach in the form of
unwrapped units.
Read the SET (either as a teacher being observed or as a co-teacher).
Understanding of how to backwards design lesson plans may be lacking.
Application of GANAG model for lesson planning may be lacking.

Contextual Analysis

Orienting Context
The learner goals are to improve their lesson planning using the GANAG model to
increase instructional efficiency and efficaciousness. The improved lesson planning will
be observable using the SET Elements of Effective Instruction criteria.
All secondary teachers are expected to use GANAG and this will clarify expectations per
the SET.

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Principals and PARs may require it for teachers who score low on GANAG related items
on the SET or as PD. Other teachers will take the course to meet their own professional
development.
Data from the observations of the Social Studies Department at BCMS showed the
teachers did not know the iteration between the elements of GANAG and how to
backwards design a unit using district unwrapped units.

Instructional Context
Enrollment will be determined by participants signing up for the course through district
professional development management system, PDExpress.
Course is asynchronous, learners will complete the course on their own schedule
Course will be on district LMS, Schoology.
Learners will choose space that is comfortable for lighting, noise, temperature and
seating.
A laptop or desktop computer is necessary to access the course housed on Schoology.
A laptop or desktop computer is necessary to access digital materials like Google docs or
videos.

Technology Inventory
All district teachers have 128 GB iPad in a Logitech Rugged Keyboard case, a charger
brick, and a USB charging cable.
All district teachers have a MacBook Pro laptop or MacBook Air laptop and a charger.
All district teachers have an account with district LMS Schoology.

Transfer Context
Lesson planning is used daily by teachers
GANAG can also be used to construct face to face PD. Teacher leaders can also transfer
GANAG to constructing and leading efficient and efficacious PD.
Rebecca Biel is available to provide support and coaching on using GANAG

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INSTRUCTIONAL IMPACT BASED UPON LEARNER CHARACTERISTICS
Application of Learning Theories
As adult learners, teachers, of all experience levels, can often take professional offense at being
recommended or required to take professional development. Malcolm Knowlesss theory of
andragogy contains four principles for adult learning that will address the mindsets of teachers as
learners who have experience and are working towards growth. As adult learners, teachers need
to know their professional development is worth their time and will readily address the work of
teachers. As learners, teachers will work towards building on their current knowledge and
application of lesson planning using GANAG. Learning will be task centered; memorizing the
elements of GANAG is less important than being able to effectively apply them in every day
practice. As learners, teachers will unpack the SET-Elements of Effective Instruction and apply
general statements of Proficient to the conxtext of Social Studies and their GANAG lesson
plans. Teachers will evaluate their own lesson planning to work towards growth rather than a
right answer. The course is asynchronous so it can be worked into a teachers schedule.

Adult learning is problem-centered: As a teacher in the SPPS district, all secondary teachers are
expected to use GANAG lesson plans for efficient and efficacious instruction. This course is
designed to address the professional expectation of efficient lesson planning using GANAG and
understanding of how a lesson plans efficacious is evaluated using the SET.

The cognitive dissonance that some teachers may experience on their ability to write efficient
and efficacious lesson plans will affect the instruction. Qualitative data collected so far reveals
that teachers believe they are using the GANAG model effectively and with fidelity to create
efficient and efficacious lesson plans. Quantitative data from observations for the SET
Elements of Effective Instruction and qualitative data from conversations with teachers, content
coaches and PAR coaches shows otherwise. To address this cognitive dissonance and to support
buy-in from teachers, the instruction will recognize experiences teachers have, use their own
lesson plans and use reflection for growth.

Application of Motivational Theories


A motivational theory applicable to the instruction on constructing an efficient and efficacious lesson
plan using GANAG and the SET Elements of Effective Instruction is John Kellers ARCS .

Instructional Impact Based Upon Learner Characteristics


Attention: Inquiry arousal
By the nature of the education industry, quality teachers are very vested in being effective
instructors; without effective instruction, there is no effective learning. Posing a challenge that
honors professional experience and professional growth will stimulate interest in the learning.
Specific examples based on real experiences of district teacher interactions with administrators on
lesson planning, GANAG and SET evaluations are attention grabbers these are situations that all
teachers will be able to relate to on some level.

Relevance:
The instruction will build on current skills of lesson planning and support deepening their skills,
knowledge and application for constructing efficient and efficacious lesson plans. The present worth

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and future usefulness of efficient and efficacious lesson planning is to support the never ending
mental, emotional and physical energy needed for efficient and efficacious instruction. In the
absence of efficient and efficacious instruction, the mental, emotional and physical energy required
of the teacher increases and student learning decreases. Efficient and efficacious lesson planning
goes hand in hand with working smarter, not harder. At the end of the day, all teachers want to be
good teachers for students. Efficient and efficacious lesson planning is one of the branches of good
instruction.

Confidence:
Learners will be able to measure their own growth through using application and reflection of their
own lesson plans. Demystifying the SET in the context of Social Studies will give the learner
greater insight in expectations for Proficient and the confidence to discuss with their administrator
what the elements mean for Social Studies.

Satisfaction:
All effective teachers have the quality of intrinsic motivation of doing right by students, i.e. being an
effective instructor who grows the student as a learner. Teachers are also intrinsically motivated to
find strategies to manage the immense workload of teaching. Effective and efficacious lesson
planning addresses both of these motivations how to be a more effective instructor and how to
lesson plan.

Teachers are also motivated extrinsically to meet professional requirements needed to retain their
positions and to satisfy evaluations from administrators that demonstrate their effectiveness as
instructors. Many administrators in SPPS require their teachers to post GANAGE outlines every
week and use these when evaluating the teacher using the SET Elements of Effective Instruction.
Efficient and efficacious lesson plans support both extrinsic needs.

Impact of a Diverse Audience on Instruction


Of the nearly 150 Social Studies teachers, 90%+ are White American. What needs further
research is the criticism of Knowless theory of andragogy that points out it is rooted in the
dominant narrative of Europeans and White Americans. Research on andragogy from a global
narrative may be more applicable to 21st century adult learning.

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GOAL AND TASK ANALYSIS
Goal Analysis

Step One General Intent Write an efficient lesson plan

2. Select a previously written and/or evaluated 5. Revise or modify Goal from own lesson plan
lesson plan for reference 5. Revise or modify Access from own lesson plan
3. Separate class activities by purpose (new 5.Revise or modify New Information from own lesson plan
learner) 5. Revise or modify Apply from own lesson plan
3. Categorize activities by GANAG element 5. Revise or modify Generalize from own lesson plan
3. Define the elements of GANAG 7. Select a GANAG graphic organizer
5. Self-assess own previously written lesson 7. Construct a GANAG graphic organizer
plan for elements of GANAG 1. Register for course on PDExpress
7. Locate unwrapped units for a course 1. Use course code found on PDExpress to enroll in Schoology
currently teaching on Social Studies website Course Working Smarter, Not Harder: Writing GANAG
7. Select an unwrapped unit from a course Lesson Plans
currently teaching 5. Self-assess Goal from previously written plan for accuracy
7. Construct a lessons Goal in GANAG using 5. Self-assess Access from previously written plan for accuracy
an unwrapped unit 5. Self-assess New Information from previously written plan for
7. Construct a lessons Access in GANAG accuracy
based on the Goal using an unwrapped unit 5. Self-assess Apply from previously written plan for accuracy
7. Construct a lessons New Information based 5. Self-assess Generalize from previously written plan for
on the Goal and Access using an unwrapped accuracy
unit 4. Read description Goal for its definition and purpose
7. Construct a lessons Apply based on the 4. Read description of Access for its definition and purpose
Goal, Access and New Information 4. Read description of New Information for its definition and
7. Construct a lessons Generalize to purpose
formatively or summatively assess the lessons 4. Read description of Apply for its definition and purpose
Goal 4. Read description of Generalize for its definition and purpose
3. Read reference material on what GANAG is
3. Watch a video clip on GANAG
3. Match GANAG element to its purpose

Step Three - Step Four - Rank Step Five - Refine Step Six - Final Ranking
Refine Goals goals Again
* delete * Rank by criteria
duplicates relevant to instruction
* combine
similar goals
* refine vague
goals

1. Register for course on PDExpress and Goal 1 was dropped 1. Select a previously written
Use course code and enroll in Schoology since this can be easily and/or evaluated lesson plan for
Course Working Smarter, Not Harder: communicated via e- reference
Writing GANAG Lesson Plans mail 2. Summarize GANAG
2. Select a previously written and/or 3. Read descriptions of GANAG
evaluated lesson plan for reference elements for its definition and
3. Summarize GANAG purpose

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4. Read descriptions of GANAG elements 4. Revise or modify GANAG
for its definition and purpose element from own lesson plan
5. Revise or modify GANAG element for alignment with element
from own lesson plan for alignment with purpose explaining why the
element purpose explaining why the revision or modification was
revision or modification was made made
6. Select an unwrapped unit from a course 5. Select an unwrapped unit from
currently teaching a course currently teaching
7. Construct a GANAGed lesson plan for 6. Construct a GANAGed lesson
an upcoming unit using chosen format plan for an upcoming unit

Step One General Intent Write an efficacious lesson plan

1. Locate the SET - Elements of Effective 4. Evaluate own previously written plan using the SET -
Instruction Elements of Effective Instruction Lesson Planning for Social
1. Locate the SET - Elements of Effective Studies
Instruction Lesson Planning for Social Studies 4. Write an evaluation of previously written plan using the
Define what is an efficacious lesson plan SET - Elements of Effective Instruction Lesson Planning for
2. Read the SET - Elements of Effective Social Studies
Instruction 5. Re-evaluate previously written lesson plan after revisions
2. Read the SET - Elements of Effective 6. Evaluate lesson plan for upcoming unit using Proficient
Instruction Lesson Planning for Social Studies criteria
3. Contrast the SET - Elements of Effective 6. Write an evaluation of newly written upcoming lesson plan
Instruction and the SET - Elements of Effective written plan using the SET - Elements of Effective
Instruction Lesson Planning for Social Studies Instruction Lesson Planning for Social Studies on why it is
Proficient

Step Three - Step Four - Rank Step Five - Step Six - Final Ranking
Refine Goals goals Refine Again
* delete duplicates * Rank by criteria
* combine similar relevant to instruction
goals
* refine vague
goals

A. Locate SET - Elements of Effective - Goal A is A. Explain the contrast between the
Instruction and modified SET for Lesson dropped since both SET - Elements of Effective Instruction
Planning for Social Studies documents will be and read the modified SET for Lesson
B. Read the SET - Elements of Effective uploaded into Planning for Social Studies to notice
Instruction and read the modified SET for Lesson Schoology modifications
Planning for Social Studies to notice - Goal B is B. Write or record an evaluation of
modifications dropped since it is own previously written lesson plan
C. Explain the contrast between the SET - rolled into Goal C using the SET - Elements of Effective
Elements of Effective Instruction and read the Instruction Lesson Planning for Social
modified SET for Lesson Planning for Social Studies
Studies to notice modifications C. After making modifications or
D. Write or record an evaluation of own revisions to previously written lesson
previously written lesson plan using the SET - plan, re-evaluate using the SET -
Elements of Effective Instruction Lesson Elements of Effective Instruction
Planning for Social Studies Lesson Planning for Social Studies

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E. After making modifications or revisions to D. Write or record an evaluation of
previously written lesson plan, re-evaluate using newly written, GANAGed, upcoming
the SET - Elements of Effective Instruction lesson plan using the SET - Elements
Lesson Planning for Social Studies of Effective Instruction Lesson
F. Write or record an evaluation of newly Planning for Social Studies explaining
written, GANAGed, upcoming lesson plan using why it is Proficient.
the SET - Elements of Effective Instruction
Lesson Planning for Social Studies explaining
why it is Proficient.

Writing an efficient and efficacious lesson plan

Step Five - Refine Again Step Six - Final Ranking

Goals 1-6 and Goals A-D are combined 1: Given a copy of the SET - Elements of Effective
Goal 1 is dropped and rolled into a task for Instruction and the modified SET for Lesson Planning for
Goal 4. Social Studies, learners will document their growth in
Goal 3 is dropped and rolled into a task for understanding Proficient criteria for GANAG lesson
Goal 2 plans in a graphic organizer.
Goal 5 is dropped and rolled into a task for 2. Learners will summarize the GANAG elements and
Goal 6 their purposes.
Goal C is dropped for redundancy 3. Learners will write or record an evaluation of their
own previously written lesson plan using the SET -
Elements of Effective Instruction Lesson Planning for
Social Studies
4. Learners will strengthen their previously written lesson
plan by writing or recording a reflection on modifications
or revisions made to a previously written lesson plan
using newly learned information for GANAG and SET -
Elements of Effective Instruction Lesson Planning for
Social Studies.
5. Learners will construct a new GANAG lesson plan for
an upcoming unit using the SET for Lesson Planning for
Social Studies and GANAG readings as guidelines.
6. Learners will write or record an evaluation of newly
written, GANAG, upcoming lesson plan using the SET -
Elements of Effective Instruction Lesson Planning for
Social Studies explaining why it is Proficient.

Task Analysis Method

The best method for task analysis for the Working Smarter, Not Harder:
Constructing a GANAG Lesson Plan project is procedural analysis/information processing.
Procedural analysis is applicable to writing efficient lesson plans that follow an iterative step-by-
step process and efficacious lesson plans based on understanding content and pedagogy.

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Information processing is applicable in the task analysis as the decisions made within writing the
lesson plan on what content and what strategies are used is based on the art and craft of teaching

Task Analysis

Secondary Social Studies teachers in SPPS are expected to backwards design their own lesson
plans from unwrapped units using GANAG. Teachers are expected to have acquired this skill
and the ability to apply it through pre-service course work, modeling by district staff and work
with colleagues in professional learning communities (PLCs). A new in-district process is
evaluations using the Standards of Effective Teaching which contains proficient level
expectations for written lesson plans as a whole and proficient levels for the separate elements a
lesson plan. This courses instruction provides professional development on the process of
backwards designing, using GANAG to construct lesson plans and ensuring lesson plan quality
is Proficient according to criteria on the SET

INSTRUCTIONAL OBJECTIVES
Project (Instructional) Goal
Through an online Schoology course, learners will add to their current skill level of writing
backwards designed, GANAG lessons (efficient) and their ability to write lessons plans that are
Proficient on the SET (efficacious). Learners will register for the Working Smarter, Not
Harder: Writing Lesson Plans course on the district professional learning management system,
PDExpress. Registration will give them the course code to join the Schoology course with the
same title.

Terminal Objectives and Enabling Objectives


Terminal Objective 1: Given a copy of the SET - Elements of Effective Instruction and the modified SET
for Lesson Planning for Social Studies, learners will document their growth in understanding Proficient
criteria for GANAG lesson plans in a graphic organizer. (Cognitive)
Enabling Objective:
o Read course overview to recognize learning in the course (Cognitive Remembering)
o Open Module 1: Understanding the SET folder in Schoology course (Psychomotor
Mechanism)
o Read Module 1 overview to recognize learning in the module (Cognitive
Remembering)
o Download the SET - Elements of Effective Instruction into Word for an electronic copy
or print for a hard copy (Psychomotor Mechanism)
o Annotate the Proficient criteria on the SET-Elements of Effective Instruction using
Text Highlight Color feature in Word or highlighters with a hard copy (Cognitive-
Understanding) for level of confidence in reaching Proficient
Highlight Green I am confident in my understanding of the Proficient criteria
(can think of concrete examples, can apply to a written lesson plan)
Highlight Pink I think I understand the Proficient criteria, but would like to
see examples to check for understanding.
Highlight Blue This is an area of growth for me, I would like further
information and examples to provide clarity

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o Download the modified SET for Lesson Planning for Social Studies into Word for an
electronic copy or print for a hard copy. (Psychomotor Mechanism).
o Review the SET for Lesson Planning for Social Studies structure to become familiar with
the modifications done to this version. (Cognitive Remembering)
o Use the SET for Lesson Planning for Social Studies to provide clarity to Proficient on
the SET-Elements of Instruction. (Cognitive-Understanding)
Locate your pink highlighted Proficient and the blue highlighted Proficient in
the SET-Elements of Effective Instruction
Read the corresponding Proficient on the SET for Lesson Planning for Social
Studies
Change any blue and pink highlights to green to reflect confidence in
understanding
o Provide feedback on the SET for Lesson Planning for Social Studies by filling out the
provided Feedback on SET for Lesson Planning for Social Studies graphic organizer.
(Cognitive-Understanding)
o Upload the Feedback on SET for Lesson Planning for Social Studies graphic organizer
to Schoology course for review by course instructor (Psychomotor Mechanism)

Terminal Objective 2: Learners will write a summary or audio record a summary of GANAG elements
and their purposes based on informational texts.
Enabling Objectives:
o Open the Module 2 folder in Schoology course (Psychomotor Mechanism)
o Read Module 2 overview to recognize learning in the module (Cognitive
Remembering)
o Read GANAG information to recognize elements of GANAG (Cognitive
Remembering)
o Watch GANAG video clips to recognize elements of GANAG (Cognitive
Remembering)
o Apply GANAG criteria to a poorly written lesson to list weaknesses in a graphic
organizer (Cognitive Apply)
o Apply GANAG to a well written lesson plan to list strengths in a graphic organizer
(Cognitive Apply)
o Upload the graphic organizer to the Schoology course for review by course instructor
(Psychomotor Mechanism)
o Write a summary that includes a definition of GANAG, its elements, its purpose and how
it is applied in practice. The summary can also be recorded using software like
Screencast-O-Matic or similar programs (Cognitive-Understanding)
o Upload the written or recorded summary to the Schoology course for review by course
instructor (Psychomotor Mechanism)

Terminal Objective 3: Learners will write or record an evaluation of their own previously written lesson
plan using the SET - Elements of Effective Instruction Lesson Planning for Social Studies
Enabling Objectives
o Choose a previously written lesson plan and have a hard copy or e-copy available
(Cognitive-Remembering)
o Open Module 3 folder in the Schoology course (Psychomotor Mechanism)
o Read Module 3 overview to recognize learning in the module (Cognitive
Remembering)
o Download the SET for Lesson Planning for Social Studies to have a hard copy or e-copy
for reference. (Psychomotor Mechanism)

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o Make notations on the lesson plan or SET for Lesson Planning for Social Studies
critiquing the lesson plan for strengths and areas of growth (Cognitive-Apply)
o Construct a critique (narrative, t-chart, recording) identifying the strengths of the lesson
plan and areas of growth according to the SET for Lesson Planning for Social Studies
(Cognitive-Apply)
o Upload the critique to the Schoology course for review by course instructor.
(Psychomotor Mechanism)

Terminal Objective 4: Learners will strengthen their previously written lesson plan by writing or
recording a reflection on modifications or revisions made to a previously written lesson plan using newly
learned information for GANAG and SET - Elements of Effective Instruction Lesson Planning for Social
Studies
Enabling Objectives
o Print or download a hard copy or e-copy of the lesson plan used in Module 3
(Psychomotor Mechanism)
o Open Module 4 folder in the Schoology course (Psychomotor Mechanism)
o Read Module 4 overview to recognize learning in the module (Cognitive
Remembering)
o Modify or revise the lesson plan from Module 3 using GANAG information from
Module 2 and Module 3. (Cognitive-Apply)
o Write a reflection or record a reflection using software like Screencast-O-Matic or similar
programs on the modifications or revisions made and why these were made. (Cognitive-
Evaluating)
o Upload the written or recorded reflection to the Schoology course for review by course
instructor (Psychomotor Mechanism)

Terminal Objective 5: Learners will construct a new GANAG lesson plan for an upcoming unit using the
SET for Lesson Planning for Social Studies and GANAG readings as guidelines.
Enabling Objectives
o Open Module 5 folder in the Schoology course (Psychomotor Mechanism)
o Read Module 5 overview to recognize learning in the module (Cognitive
Remembering)
o Choose an upcoming unit in a course currently taught to write a new lesson plan from the
courses unwrapped units. (Cognitive-Understanding)
o Print or download a copy of the unwrapped unit for reference. (Psychomotor
Mechanism)
o Choose a GANAG template or construct one for your learning style (Cognitive-
Understanding)
o Write a GANAG lesson plan for the chosen unwrapped unit (Cognitive-Creating)
Contact Rebecca Biel with questions or for coaching
o Upload the new lesson plan to the Schoology course for review by course instructor
(Psychomotor Mechanism)

Terminal Objective 6. Learners will write or record an evaluation of newly written, GANAG, upcoming
lesson plan using the SET - Elements of Effective Instruction Lesson Planning for Social Studies
explaining why it is Proficient.
Enabling Objectives
o Open Module 6 folder in the Schoology course (Psychomotor Mechanism)
o Read Module 6 overview to recognize learning in the module (Cognitive
Remembering)

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o Have a hard copy or e-copy of the new GANAG lesson plan from Module 5 available
(Psychomotor Mechanism)
o Make notations on the lesson plan or SET for Lesson Planning for Social Studies
critiquing the lesson plan for Below Standard, Developing or Proficient (Cognitive-
Evaluating)
o Modify or revise areas of the lesson plan the learner did not label Proficient
Contact Rebecca Biel with questions or for coaching
o Upload the new GANAG lesson plan to Schoology course for review by course instructor
(Psychomotor Mechanism)
o Take end of course survey for reflection and to give course feedback (Cognitive-
Understanding)

ENABLING OBJECTIVES MATRIX & SUPPORTING CONTENT


Module 1: Understanding the SET
The target audience is secondary Social Studies teachers who want to improve their
efficiency and efficaciousness in writing GANAG lesson plans.
Terminal Objective 1: Given a copy of the SET - Elements of Effective Instruction and the
modified SET for Lesson Planning for Social Studies, learners will document their growth in
understanding Proficient criteria for GANAG lesson plans in a graphic organizer
List Pre-instructional Strategy: Overview empathizing on how industry edu-speak can
sometimes create confusion rather than clarity; List objectives of Module 1
Content for Module 1: SET for Lesson Planning for Social Studies, modified from SET
developed by SPPS Teacher Development and Evaluation Department.

Enabling Objective Level on Learner Activity (What Delivery Method


Blooms would learners do to master (Group
Taxonomy this objective?) presentation/lecture, self-
paced, or small group)
Read course overview to (Cognitive Read informational text Self-paced in online course
recognize learning in the Remembering)
course
Open Module 1: (Psychomotor Click on the folder Self-paced in online course
Understanding the SET folder Mechanism)
in Schoology course
Read Module 1 overview to (Cognitive Read informational text Self-paced in online course
recognize learning in the Remembering)
module
Download the SET - Elements (Psychomotor Click on the document Self-paced in online course
of Effective Instruction into Mechanism) and open in Word and
Word for an electronic copy or print for a hard copy.
print for a hard copy
Annotate the Proficient (Cognitive- Mark text to categorize Self-paced in online course
criteria on the SET-Elements Understanding) own understanding
of Effective Instruction using
Text Highlight Color feature
in Word or highlighters with a
hard copy

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-Highlight Green I am
confident in my understanding
of the Proficient criteria (can
think of concrete examples,
can apply to a written lesson
plan)
-Highlight Pink I think I
understand the Proficient
criteria, but would like to see
examples to check for
understanding.
-Highlight Blue This is an
area of growth for me, I would
like further information and
examples to provide clarity
Download the modified SET (Psychomotor Click on the document Self-paced in online course
for Lesson Planning for Social Mechanism). and open in Word and/or
Studies into Word for an print for a hard copy.
electronic copy or print for a
hard copy.
Review the SET for Lesson (Cognitive Make mental notes Self-paced in online course
Planning for Social Studies Remembering) comparing and contrasting
structure to become familiar the SET for Lesson
with the modifications done to Planning for Social
this version. Studies and the SET-
Elements of Instruction
Use the SET for Lesson (Cognitive- Compare and contrast Self-paced in online course
Planning for Social Studies to Understanding) documents
provide clarity to Proficient
on the SET. Re-evaluate own
-Locate your pink highlighted understanding
Proficient and the blue
highlighted Proficient in the
SET
-Read the corresponding
Proficient on the SET for
Lesson Planning for Social
Studies
-Change any blue and pink
highlights to green to reflect
confidence in understanding
Provide feedback on the SET (Cognitive- Download the graphic Self-paced in online course
for Lesson Planning for Social Understanding) organizer from Schoology
Studies by filling out the Put thoughts into
provided Feedback on SET comments
for Lesson Planning for Social Save graphic organizer
Studies graphic organizer.
Upload the Feedback on SET (Psychomotor Upload a Word document Self-paced in online course
for Lesson Planning for Social Mechanism) to Schoology

16
Studies graphic organizer
Schoology course

REFERENCES
ARCS Model of Motivational Design. (n.d.). Retrieved June 18, 2017, from
http://teachinglearningresources.pbworks.com/w/page/19919538/ARCS%20Model%20of%20Motivat
ional%20Design

Aungst, G. (2014, September 04). Using Webb's Depth of Knowledge to Increase Rigor. Retrieved
June 18, 2017, from https://www.edutopia.org/blog/webbs-depth-knowledge-increase-rigor-gerald-
aungst

Clark, D. (n.d.). Retrieved June 18, 2017, from


http://www.nwlink.com/~donclark/hrd/Bloom/psychomotor_domain.html

Clark, D. (n.d.). Bloom's Taxonomy of Learning Domains. Retrieved June 18, 2017, from
http://www.nwlink.com/~donclark/hrd/bloom.html

Coe, R., Aloisi, C., Higgins, S., & Major, L. E. (n.d.). What makes great teaching? Review of the
underpinning research (Rep.).

Cognitive Dissonance. (n.d.). Retrieved June 18, 2017, from


http://changingminds.org/explanations/theories/cognitive_dissonance.htm

Dweck, C. S. (2006). Mindset: the new psychology of success. New York: Ballantine Books.

Forest, E. (2016, December 12). Kemp Design Model. Retrieved June 18, 2017, from
http://educationaltechnology.net/kemp-design-model/

Jackson, R. R. (2009). Never work harder than your students & other principles of great teaching.
Alexandria, VA: Association for Supervision and Curriculum Development.

McLeod, S. (1970, January 01). Saul McLeod. Retrieved June 18, 2017, from
https://www.simplypsychology.org/cognitive-dissonance.html

Mindset Theory - Fixed vs. Growth Mindset (Dweck). (2016, June 29). Retrieved May 26, 2017, from
https://www.learning-theories.com/mindset-theory-fixed-vs-growth-mindset-dweck.html

Pappas, C. (2017, June 06). The Adult Learning Theory - Andragogy - of Malcolm Knowles.
Retrieved June 18, 2017, from https://elearningindustry.com/the-adult-learning-theory-andragogy-of-
malcolm-knowles

Pappas, C. (2017, March 22). 9 Tips To Apply Adult Learning Theory to eLearning. Retrieved June
18, 2017, from https://elearningindustry.com/9-tips-apply-adult-learning-theory-to-elearning

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Pollock, J. E., Ford, S. M., & Black, M. M. (2012). Minding the achievement gap one classroom at a
time. Alexandria, VA: ASCD.

Saint Paul Public Schools Standards of Effective Teaching Matrix. (2015, July 15). Saint Paul Public
Schools, St. Paul, MN.

FINAL PROJECT RUBRIC

Please see the final project rubric at: http://www2.uwstout.edu/content/profdev/idtrends/Portfolio-Rubric.pdf and the
reflection paper rubric at: http://www2.uwstout.edu/content/profdev/idtrends/Portfolio-RubricReflection.doc

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